S.A.B. HIGH MADRASSA

S.A.B. HIGH MADRASSA was established in 1975 and it is managed by the Department of Education. It is located in Rural area. It is located in HAJO block of KAMRUP RURAL district of Assam. The school consists of Grades from 6 to 10. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Not Applicable in nature and is not using school building as a shift-school. Assamese is the medium of instructions in this school. This school is approachable by all weather road. In this school academic session starts in April.          The school has Government building. It has got 3 classrooms for instructional purposes. All the classrooms are in good condition. It has 2 other rooms for non-teaching activities. The school has a separate room for Head master/Teacher. The school has Pucca boundary wall. The school has have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has no playground. The school has a library and has 200 books in its library. The school does not need ramp for disabled children to access classrooms.The school has no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

S.A.B. HIGH MADRASSA: A Comprehensive Profile of a Rural Assam School

S.A.B. HIGH MADRASSA, a government-run co-educational school in the rural heart of Assam, stands as a testament to educational access in underserved communities. Established in 1975 under the Department of Education, this institution plays a vital role in shaping the future of students in the HAJO block of KAMRUP RURAL district. The school’s commitment to quality education is evident in its various aspects, from its infrastructure to its teaching staff.

The school’s infrastructure consists of a sturdy pucca building equipped with three classrooms dedicated to instruction. These classrooms ensure a conducive learning environment for students. The presence of a library stocked with 200 books further enriches the learning experience, fostering a love for reading and independent learning. Although lacking a playground, the school boasts functional boys’ and girls’ toilets, along with access to clean drinking water provided by hand pumps. The school’s reliance on hand pumps highlights its commitment to providing essential facilities even with limited resources. Electricity is readily available, supporting various school activities.

The school’s academic offerings cater to students from Class 6 to Class 10, following the State Board curriculum for Class 10 and an “Others” board for higher secondary education. Assamese serves as the medium of instruction, ensuring accessibility for local students. The teaching staff comprises 9 male and 8 female teachers, totaling 17 educators dedicated to providing a comprehensive education. The school also provides midday meals, prepared and served on the premises, ensuring that students’ nutritional needs are met.

The school’s location in a rural setting emphasizes its significant role in bridging the educational gap in underserved communities. Its government management ensures accessibility for all students, regardless of socioeconomic background. The availability of a functional library and sufficient classrooms reflects a deliberate effort towards providing quality education. The school’s operational hours align with the standard academic calendar, commencing in April.

Despite its commitment to providing a comprehensive education, S.A.B. HIGH MADRASSA also faces certain challenges. The absence of a playground limits students’ opportunities for physical activity and recreation. Furthermore, the lack of computer-aided learning and computers in general could be addressed to enhance the quality of education further. The absence of ramps also points to areas needing improvement for full inclusivity.

The school’s infrastructure, while functional, points to the potential for expansion and improvements. Additional resources for technology integration and playground development would greatly benefit students. The dedicated teachers and the commitment of the administration to providing quality education within existing constraints are noteworthy aspects.

The school’s administrative setup and commitment to quality education, coupled with community support and available resources, make it a valued asset for the rural community it serves. The readily available instruction medium and established structure ensure students have access to a structured education.

S.A.B. HIGH MADRASSA represents a crucial educational institution for the rural population it serves. The school’s continued efforts in providing quality education, within the limitations of its current resources, is a testament to its commitment. Its successful operation under the Department of Education shows the potential for government-run institutions to play a crucial role in educational development in rural areas.

The provision of midday meals, access to clean water, and a functional library underscores the school’s holistic approach to education. The school’s structure and administration, supported by the state government, creates a positive learning environment for students.

The commitment of the 17 teachers is crucial to the success of the school. The school’s focus on academics, coupled with the provision of basic necessities like clean water and sanitation facilities, demonstrates a holistic approach to education and child development.